PennsylvaniaPennsylvania Science Assessment Science Assessment

Anchor Content Anchor Content StandardsStandards

Presentation ContentPresentation Content

Review of No Child Left BehindReview of No Child Left BehindStandards Based InstructionStandards Based Instruction

Review of the StandardsReview of the StandardsAssessment Anchor Content StandardsAssessment Anchor Content Standards

Eligible ContentEligible ContentReporting CategoriesReporting Categories

Test Blueprint and DesignTest Blueprint and DesignTimeline and DatesTimeline and DatesAccess InformationAccess Information

No Child Left BehindNo Child Left Behind

No Child Left BehindNo Child Left Behind

““Congress has signaled to the American Congress has signaled to the American public that science literacy is a national public that science literacy is a national priority and schools should ensure that all priority and schools should ensure that all students leave public education with students leave public education with scientific knowledge, skills, and scientific knowledge, skills, and understandings that are necessary to be understandings that are necessary to be scientifically literate citizens.”scientifically literate citizens.”

Systems for State AssessmentSystems for State Assessment National Research Council of the National AcademiesNational Research Council of the National Academies

No Child Left BehindNo Child Left Behind

2 Primary Goals:2 Primary Goals: Improve student achievement overallImprove student achievement overall

Narrow the achievement gap betweenNarrow the achievement gap between students of different backgroundsstudents of different backgrounds

No Child Left BehindNo Child Left Behind

Requirements:Requirements:All states have challenging academic content and achievement All states have challenging academic content and achievement standards for science in place by 2005-2006standards for science in place by 2005-2006 Begin measuring student attainment of those standards in Begin measuring student attainment of those standards in 2007-2008 with assessments that are fully aligned with the 2007-2008 with assessments that are fully aligned with the standards and that meet accepted professional standards for standards and that meet accepted professional standards for technical quality for each purpose for which they will be usedtechnical quality for each purpose for which they will be usedAssessment systems must include multiple up-to-date measures Assessment systems must include multiple up-to-date measures of student achievement, including measures that assess higher of student achievement, including measures that assess higher order thinking skills and understanding of challenging contentorder thinking skills and understanding of challenging content

No Child Left BehindNo Child Left Behind

Requirements:Requirements:Assessments are to be administered annually to all Assessments are to be administered annually to all students, including those with disabilities and those who students, including those with disabilities and those who are not fluent in English, at least once in each of three are not fluent in English, at least once in each of three grade bands, 3-5, 6-9, and 10-12.grade bands, 3-5, 6-9, and 10-12. Make reasonable accommodations for students with Make reasonable accommodations for students with disabilities and limited English proficiency to allow disabilities and limited English proficiency to allow them to participate in the assessments, and they must them to participate in the assessments, and they must have in place alternate assessments for students who have in place alternate assessments for students who cannot participate in the regular assessment even with cannot participate in the regular assessment even with accommodationsaccommodations

No Child Left BehindNo Child Left Behind

FYIFYI Presently, U.S. Congressmen are developing a bill that Presently, U.S. Congressmen are developing a bill that

would require science to be part of AYP in the year would require science to be part of AYP in the year 2008-2009 and require all students in grades 3-8 and 11 2008-2009 and require all students in grades 3-8 and 11 to be given the science assessment in the year 2009-2010to be given the science assessment in the year 2009-2010

Standards Based Standards Based InstructionInstruction

STANDARDS

Standards Based Instruction Standards Based Instruction Links standards with curriculum, instruction, Links standards with curriculum, instruction, and assessment and assessment Gives direction for classroom instructionGives direction for classroom instruction Research supports an increase in learning and Research supports an increase in learning and focused instructionfocused instruction Allows for the raising of the barAllows for the raising of the bar

Pennsylvania Pennsylvania Academic StandardsAcademic Standards

Pennsylvania Academic Pennsylvania Academic StandardsStandards

The Standards are the law.The Standards are the law. Act 24- 1993 (Act 24- 1993 (The Environment Act)The Environment Act)

Chapter 4- 1999 (Chapter 4- 1999 (Standards and Assessments)Standards and Assessments)

Act 16- 1999 (Act 16- 1999 (Science addition)Science addition)

No Child Left Behind- 2002No Child Left Behind- 2002 January 8, 2002- January 8, 2002- NNo o CChild hild LLeft eft BBehindehind September 19, 2002- State Board Adoption of September 19, 2002- State Board Adoption of NCLBNCLB

Pennsylvania Academic Pennsylvania Academic StandardsStandards

Define what each student should know and do in Define what each student should know and do in a core set of subjectsa core set of subjects

Provide consistent targets for students, teachers, Provide consistent targets for students, teachers, and districtsand districts

Allow districts to measure student achievementAllow districts to measure student achievement

3.1 Unifying Themes3.1 Unifying Themes3.2 Inquiry and Design3.2 Inquiry and Design3.3 Biological Sciences3.3 Biological Sciences3.4 Physical Science, 3.4 Physical Science, Chemistry and PhysicsChemistry and Physics3.5 Earth Sciences3.5 Earth Sciences

3.6 Technological 3.6 Technological EducationEducation3.7 Technological 3.7 Technological DevicesDevices3.8 Science, Technology 3.8 Science, Technology and Human Endeavorsand Human Endeavors

Pennsylvania Academic Pennsylvania Academic StandardsStandards

Science and Technology

4.1 Watersheds and 4.1 Watersheds and WetlandsWetlands4.2 Renewable and 4.2 Renewable and Nonrenewable ResourcesNonrenewable Resources4.3 Environmental 4.3 Environmental HealthHealth4.4 Agriculture and 4.4 Agriculture and SocietySociety4.5 Integrated Pest 4.5 Integrated Pest ManagementManagement

4.6 Ecosystems and their 4.6 Ecosystems and their InteractionInteraction4.7 Threatened, 4.7 Threatened, Endangered and Extinct Endangered and Extinct SpeciesSpecies4.8 Humans and the 4.8 Humans and the EnvironmentEnvironment4.9 Environmental Laws 4.9 Environmental Laws and Regulationsand RegulationsGlossaryGlossary

Pennsylvania Academic Pennsylvania Academic StandardsStandards

Environment and Ecology

Assessment Anchor Content Standards andEligible Content ( PSSA)

PASTEEStandards( Local Assessment Plan)

DistrictCurriculum(Local Assessment Plan)

Assessment Anchor Assessment Anchor Content StandardsContent Standards

Why Do We NeedWhy Do We NeedAssessment Anchor Content Assessment Anchor Content

StandardsStandards(Assessment (Assessment AnchorsAnchors))

Focus and ClarityFocus and Clarity Integration of standard statementsIntegration of standard statements Alignment of the curriculum to Alignment of the curriculum to

standards and anchorsstandards and anchors

Why Do We NeedWhy Do We NeedAssessment Anchor Content Assessment Anchor Content

StandardsStandards

Support for inquiry-based learning, Support for inquiry-based learning, investigative, experimental, investigative, experimental, multi-sensory instructionmulti-sensory instruction

Core knowledge of the “must know”Core knowledge of the “must know”content for the PSSAcontent for the PSSA

Connections between the PSSA and Connections between the PSSA and classroom instructionclassroom instruction

How Were the Anchors How Were the Anchors DevelopedDeveloped

Decision was made to call the document Decision was made to call the document Science Assessment Anchors to align with Science Assessment Anchors to align with

NEAP and TIMMSNEAP and TIMMS After Peer Review: After Peer Review: Assessment Anchor Assessment Anchor Content StandardsContent Standards

Looked at both Standard documents and to Looked at both Standard documents and to choose the concepts choose the concepts ALLALL students should know students should know at the end of each grade span.at the end of each grade span.

(Universal Design)(Universal Design)

How Were the Anchors How Were the Anchors DevelopedDeveloped

Integrated the 61 Academic StandardsIntegrated the 61 Academic Standards for each grade level into the Assessmentfor each grade level into the Assessment Anchor Content Standards below:Anchor Content Standards below: Grade 4 – 21 AnchorsGrade 4 – 21 Anchors Grade 8 – 22 AnchorsGrade 8 – 22 Anchors Grade 11 – 23 Anchors Grade 11 – 23 Anchors

Who Developed the Anchors Who Developed the Anchors

InternalInternal inputinputExternalExternal inputinput

Data Recognition Corporation Data Recognition Corporation (DRC)(DRC) National Center for the Improvement ofNational Center for the Improvement of

Educational Assessment Educational Assessment (NCIEA)(NCIEA) Achieve, IncAchieve, Inc

Review Team of EducatorsReview Team of Educators

The Department of Education gathered The Department of Education gathered teachersteachers, , college professorscollege professors, , intermediate intermediate unit curriculum coordinatorsunit curriculum coordinators, , assessment assessment consultantsconsultants, , national experts on standardsnational experts on standards, , and and administratorsadministrators to help review and give to help review and give recommendations to the anchors.recommendations to the anchors.

The Taxonomy of Assessment The Taxonomy of Assessment AnchorsAnchors

Reporting Category Reporting Category Sub-Reporting CategorySub-Reporting Category

Assessment AnchorAssessment AnchorEligible ContentEligible Content

How to Read Assessment How to Read Assessment Anchor CodingAnchor Coding

S4.D.1.3S4.D.1.3

ScienceScience

GradeGradeLevelLevel

ReportingReportingCategoryCategory

Sub-CategorySub-Category

AssessmentAssessmentAnchorAnchor

S4.DS4.D The Earth and Space Sciences The Earth and Space Sciences (Student Reporting Category)(Student Reporting Category)

S4.D.1S4.D.1 Earth’s Features that Change Earth and Earth’s Features that Change Earth and Its Resources Its Resources (School/District Sub-Category)(School/District Sub-Category)

S4.D.1.3S4.D.1.3 Describe Earth’s different sources ofDescribe Earth’s different sources of water or describe changes in the form of water or describe changes in the form of water. water. (Assessment Anchor(Assessment Anchor))

AnchorAnchor StandardsStandards S4.D.l.3S4.D.l.3 Describe Earth’s Describe Earth’s

different sources of water different sources of water or describe changes in the or describe changes in the form of water.form of water.

(3.5.4.D)(3.5.4.D)(4.1.4.A)(4.1.4.A)(4.1.4.D)(4.1.4.D)(4.1.4.E)(4.1.4.E)

3.5.4.D3.5.4.D Recognize the earth’sRecognize the earth’s different water resourcesdifferent water resources4.1.4.A4.1.4.A Identify various types ofIdentify various types of water environmentswater environments4.1.4.D4.1.4.D Identify a wetland and theIdentify a wetland and the plants and animals that plants and animals that live therelive there4.1.4.E4.1.4.E Recognize the impactRecognize the impact watersheds and wetlandswatersheds and wetlands have on plants and animalshave on plants and animals

Document CrosswalkDocument Crosswalk

ScienceScience Math & ReadingMath & ReadingStudent Reporting CategoryStudent Reporting Category Student Reporting CategoryStudent Reporting Category

Sub-categorySub-category Assessment AnchorAssessment AnchorAssessment AnchorAssessment Anchor Grade-level DescriptorGrade-level Descriptor

Reference to the STEE Reference to the STEE StandardsStandards

Reference to the Math StandardsReference to the Math Standards

Eligible ContentEligible Content Eligible ContentEligible ContentSample Items Sample Items Sample Items/Item BanksSample Items/Item Banks

Eligible ContentEligible Content

Eligible ContentEligible Content

Clarifies/Extends the Assessment Anchor statementClarifies/Extends the Assessment Anchor statement

Range of learning Range of learning (Assessment Limits)(Assessment Limits) used for the test used for the test design at Grades 4, 8, & 11design at Grades 4, 8, & 11

Not all eligible content statements will be assessed every Not all eligible content statements will be assessed every yearyear

Eligible ContentEligible Content

Concepts, processes, skills, knowledge/ Concepts, processes, skills, knowledge/ understanding understanding selected from the standardsselected from the standards for assessment on the PSSAfor assessment on the PSSA• Should become the “Super Essential” Should become the “Super Essential”

learning within your district curriculumlearning within your district curriculum• Clarifies what teachers must also know Clarifies what teachers must also know

and be able to do and be able to do

Assessment Anchor Coding Assessment Anchor Coding with Eligible Contentwith Eligible Content

S4.A.1.1.1S4.A.1.1.1ScienceScience

Grade Grade LevelLevel

Sub-CategorySub-Category

AssessmentAssessmentAnchorAnchor

Eligible Eligible ContentContent

ReportingReportingCategoryCategory

Assessment AnchorAssessment Anchor S4.A.1.1S4.A.1.1 Identify and explain the pros and cons of applyingIdentify and explain the pros and cons of applying scientific, environmental, or technological knowledge to scientific, environmental, or technological knowledge to possible solutions to problems. possible solutions to problems.

Eligible ContentEligible Content S4.A.1.1.1S4.A.1.1.1 Distinguish between a scientific fact and an opinion, Distinguish between a scientific fact and an opinion, providing clear explanations that connect observations providing clear explanations that connect observations and results and results (e.g. a scientific fact can supported through (e.g. a scientific fact can supported through making observations). making observations).   

Important Features to KnowImportant Features to Know

e.g.-e.g.- The list is made up of examples but The list is made up of examples but are not limited to those givenare not limited to those given

i.e.-i.e.- The list is to be considered limited to The list is to be considered limited to those specific examples given those specific examples given

Important Features to KnowImportant Features to Know

““Or”Or” - - a student can be assessed on all a student can be assessed on all or just some of the elements in the or just some of the elements in the Eligible ContentEligible Content

““And”And” - the - the intentintent is to assess each is to assess each element in the Eligible Contentelement in the Eligible Content

Reporting CategoriesReporting Categories

The Nature ofScience

Pennsylvania Pennsylvania ScienceScience

PhysicalSciences

Biological Sciences

Earth and

Space Sciences

ReasoningAnalysisProcesses

ProceduresPatternsModelsSystemsDesigns

Student Reporting CategoriesStudent Reporting Categories

A. The Nature of ScienceA. The Nature of ScienceB. Biological SciencesB. Biological SciencesC. Physical SciencesC. Physical SciencesD. Earth and Space SciencesD. Earth and Space Sciences

District and School Reporting District and School Reporting Sub-CategoriesSub-Categories

A. A. The Nature of Science The Nature of Science 1. Reasoning and Analysis1. Reasoning and Analysis 2. Processes, Procedures, and Tools 2. Processes, Procedures, and Tools

of Scientific Investigation of Scientific Investigation 3. Systems, Models, and Patterns3. Systems, Models, and Patterns

District and School Reporting District and School Reporting Sub-CategoriesSub-Categories

B. Biological SciencesB. Biological Sciences 1.Structure and Function of 1.Structure and Function of

Organisms Organisms 2.Continuity of Life2.Continuity of Life 3. Ecological Behavior and Systems3. Ecological Behavior and Systems

District and School Reporting District and School Reporting Sub-CategoriesSub-Categories

C. Physical SciencesC. Physical Sciences 1.Structure, Properties and 1.Structure, Properties and

Interactions of Matter Interactions of Matter 2.Forms, Sources, Conversions, and2.Forms, Sources, Conversions, and Transfer of EnergyTransfer of Energy 3.Principles of Force and Motion3.Principles of Force and Motion

District and School Reporting District and School Reporting Sub-CategoriesSub-Categories

D. Earth and Spaces SciencesD. Earth and Spaces Sciences 1. Earth Features and Processes that 1. Earth Features and Processes that Change Earth and Its ResourcesChange Earth and Its Resources 2. Weather, Climate, and 2. Weather, Climate, and

Atmospheric Processes Atmospheric Processes 3. Composition and Structure of the3. Composition and Structure of the UniverseUniverse

Test CompositionTest Composition

50%50% Nature of Science Nature of Science (Inquiry)(Inquiry)

50%50% Biological Sciences Biological Sciences Physical SciencesPhysical Sciences

Earth and Space SciencesEarth and Space Sciences (Content)(Content)

2007 Field Test Format2007 Field Test Format

Grade Grade LevelLevel SectionsSections

Stand Stand Alone Alone

Multiple Multiple ChoiceChoice

Stand Stand Alone Alone Open-Open-endedended

(2 points)(2 points)

Grade 4Grade 4 2 2 2121 44

2007 Field Test Format2007 Field Test Format

Grade Grade LevelLevel SectionsSections

Stand Stand Alone Alone

Multiple Multiple ChoiceChoice

Stand Stand Alone Alone Open-Open-endedended

(2 points)(2 points)

1 1 ScenarioScenario

Grade 8Grade 8 2 2 2020 44

4 4 Multiple Multiple ChoiceChoice

2007 Field Test Format2007 Field Test Format

GradeGradeLevelLevel

SectionsSections

Stand Stand Alone Alone

Multiple Multiple ChoiceChoice

Stand Stand Alone Alone Open-Open-endedended

(2 points)(2 points)

22ScenariosScenarios

Grade 11Grade 11 22 1414 44

4 Multiple 4 Multiple Choice eachChoice each

1 Open-1 Open-ended eachended each(4 points)(4 points)

TimelineTimeline 20072007

Review of Field TestReview of Field Test

April 23-May 4 (Field Test)April 23-May 4 (Field Test) Review and selection of Items for 2008 Review and selection of Items for 2008

Operational TestOperational Test

2008 Operational Test 2008 Operational Test BlueprintBlueprint

Reporting Reporting CategoryCategory Grade 4Grade 4 Grade 8Grade 8 Grade 11Grade 11

The Nature of The Nature of ScienceScience 3333 3333 3636

Biological Biological SciencesSciences 1111 1111 1212

Physical Physical SciencesSciences 1111 1111 1212

Earth and Earth and Space Space

SciencesSciences1111 1111 1212

Total PointsTotal Points 66 points66 points 66 points66 points 72 points72 points

2008 PSSA Science Operational Test Format2008 PSSA Science Operational Test Format

Number of Multiple Choice Items Number of Multiple Choice Items per Studentper Student

Number of Open-Ended Items per Number of Open-Ended Items per StudentStudent

Total Total Number of Number of

points points (Common (Common

Items Items Only)Only)

GradeGrade Test Test LengthLength

Common Common ItemsItems

Common Common Scenario Scenario

ItemsItems

Matrix Matrix ItemsItems

Field Field Test Test

ItemsItems

Common Common Items Items

(2 points (2 points each)each)

Common Common Scenario Scenario Items Items ( 4 points ( 4 points

each)each)

Matrix Matrix ItemsItems

Field Field Test Test itemsitems

Number of Number of Score Points per Score Points per

StudentStudent

44

100 100 Minutes Minutes

2 2 SectionsSections

5656 00 33 33 55 N/AN/A 11 11 5656++1010==6666

88

100 100 Minutes Minutes

2 2 SectionsSections

5252 44 33 77 55 00 11 11 5656++1010==6666

1111

150 150 Minutes Minutes

3 3 SectionsSections

3636 1212 55 55 66 33 N/AN/A 22 4848++1212++1212==7272

TimelineTimeline20082008

April 28 – May 9April 28 – May 9 Operational Science PSSAOperational Science PSSA with Embedded Field Testwith Embedded Field Test

Future Dates of Science PSSAFuture Dates of Science PSSA

2006-2007 April 23 - May 42006-2007 April 23 - May 42007-2008 April 28 - May 92007-2008 April 28 - May 92008-2009 April 27 - May 82008-2009 April 27 - May 82009-2010 April 26 - May 72009-2010 April 26 - May 7

Available on the Web…Available on the Web…

Science AnchorsScience AnchorsScience SamplersScience SamplersScience HandbookScience Handbook

Access to InformationAccess to Information Click HereClick Here

Access to InformationAccess to Information

Click HereClick Here

Access to InformationAccess to Information

Click Here Click Here for for

AnchorsAnchors

Click Here Click Here for Item for Item Samplers Samplers

and and HandbookHandbook

Contact informationContact information PDE Assessment and AccountabilityPDE Assessment and Accountability

Jack Hoerner Jack Hoerner jhoerner@statejhoerner@state..pa.uspa.us Jamal WakeemJamal Wakeem jwakeem@state.pa.usjwakeem@state.pa.us

PDE Curriculum and InstructionPDE Curriculum and Instruction Patti VathisPatti Vathis pvathis@state.pa.uspvathis@state.pa.us Bill BertrandBill Bertrand wbertrand@state.pa.uswbertrand@state.pa.us Steve DearSteve Dear sdear@state.pa.ussdear@state.pa.us

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